Unlearning as (Japanese) learning
Bibliographic Data
| ID | 8856840 |
|---|---|
| Authors | Tadashi Nishihira (Kyoto Daigaku, Kyoto, Japan, corresponding author), Jeremy Rappleye (0000-0002-0717-8253, Kyoto University) |
| Year | 2021 |
| Volume | 54 |
| Issue | 9 |
| Pages | 1332-1344 |
| Publication date | 2021-04-21 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Educational Philosophy and Theory (JOURNAL) |
| Journal identifiers | ISSN: 0013-1857 • E-ISSN: 1469-5812 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/00131857.2021.1906644 |
| OpenAlex | W3155022562 |
| Language | EN |
| Citations received | 9 |
| References cited | 18 |
Unlearning is a recurrent theme in Japan. To further understanding of what this entails, we focus on the view of learning laid out by a revered 13th century Zen-inspired playwright. For Zeami, learning involved a movement from the acquisition to unlearning of skills, punctuated by an experience of mushin, followed by creative reemergence. To deepen understandings of this unlearning model, we turn to draw comparison with recent discussions in the Western literature, focusing on Double-Loop Learning and Learning III, both inspired by Bateson. Learning III, which Bateson utilized several Zen references to explicate, appears to gesture towards the alternative punctuation of learning envisaged by Zeami, although differences remain. We then shift to highlight empirical work on contemporary Japanese schooling, highlighting practices which suggest elements of a Zeami-like worldview continue to live on in Japan’s learning culture. Unlearning, when viewed as a living tradition embedded in culture, rather than merely a premodern past or future philosophical possibility, help sets the stage for a transnational, transdisciplinary dialogue on how we learn. We perform our own extended dialogue that led to this piece, a mode of engagement we view as methodological innovation, as we work to unlearn our past parochialisms
Epistemology · Focus (optics · Gesture · Linguistics · Sociology · Theme (computing · Computer Science · Educational and Psychological Assessments · Educational Philosophies and Pedagogies · Philosophy · Social Representations and Identity
Sources of Japanese Buddhist Philosophy of Education
Reclaiming traditions in education
Decolonial interventions in the postwar politics of Japanese education
An invitation to theorise East Asian pedagogy
Measuring the Transformation of University Students’ Self-Construal for Greater Environmental Sustainability
Unthinking critique
Tourism research with ‘double-eyes’
A pedagogy of generosity
Unlearning Cartesian consciousness
The origins and conceptualizations of ‘triple-loop’ learning
Education and Empty Relationality
An invitation to ‘negative’ comparative education
Comparative education as cultural critique
Daoist Onto-Un-Learning as a Radical Form of Study
Culture and the self
Divergent consequences of success and failure in Japan and North America
Individual and collective processes in the construction of the self
Gregory Bateson on deutero-learning and double bind
Organizational Learning
| Unique citing works | 9 |
|---|---|
| Citations per year | 2,25 |
| Citation span | 2022 - 2026 (5) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 8 |